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Teacher Mobility: What Is It, How Is It Measured and What Factors Determine It? A Scoping Review

Author

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  • Claudia Palma-Vasquez

    (Faculty of Education, Universidad Católica de la Santísima Concepción, Concepción 4090541, Chile
    Center for Research in Occupational Health (CiSAL), Department of Experimental and Health Sciences, Pompeu Fabra University, 08003 Barcelona, Spain)

  • Diego Carrasco

    (Centro de Medición MIDE UC, Pontificia Universidad Católica de Chile, Santiago 7820436, Chile)

  • Mónica Tapia-Ladino

    (Faculty of Education, Universidad Católica de la Santísima Concepción, Concepción 4090541, Chile)

Abstract

Teacher mobility represents a serious problem due to the instability of the teaching force that has persisted over time in many countries. Therefore, retaining qualified teachers represents a challenge given the difficulty of having the necessary workforce to face the educational challenges of each year. Our objective was trying to identify how mobility is understood and measured, that is, teacher turnover and attrition, and to identify the results of the related factors according to the different perspectives. The PRISMA-Scr protocol was used, which establishes the information that should be included in a systematic review. The following key phrases were used: “teacher rotation” or “teacher mobility” or “teacher desertion” or teacher leavers or teacher stayers. The databases used were Web of Science, Scielo Citation Index and Google Scholar, which yielded an initial total of 760 documents published between 2008 and 2018, that after identification, screening, eligibility, and inclusion processes, were reduced to 213. The selection of articles was carried out independently by two researchers using a structured and recursive hierarchical strategy. The existence of multiple ways of defining and measuring teacher mobility was identified and a definition based on two perspectives was proposed that summarizes the conceptual and operational findings, which are indirect and direct mobility. The first refers to the intention to leave and the second to leave. We have identified more evidence related to direct studies of a quantitative approach and focused on teachers with medium or short experience. The factors associated with mobility were identified based on the approaches used and a key element was identified when distinguishing teacher mobility, which is voluntary and involuntary mobility. We identified multiple factors associated with teacher mobility, among which the precarious working environment, poor organizational conditions such as lack of leadership and support among colleagues, excessive workload and low self-efficacy stand out. The limitations of this study are discussed. The findings of this study are highly relevant since they allow proposing medium or short-term policies, such as improving the organizational conditions of the school to promote the retention of the teaching workforce.

Suggested Citation

  • Claudia Palma-Vasquez & Diego Carrasco & Mónica Tapia-Ladino, 2022. "Teacher Mobility: What Is It, How Is It Measured and What Factors Determine It? A Scoping Review," IJERPH, MDPI, vol. 19(4), pages 1-22, February.
    • Handle: RePEc:gam:jijerp:v:19:y:2022:i:4:p:2313-:d:751993
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    References listed on IDEAS

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